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The “Blurring” of Special Education in a New Continuum of General Education Placements and Services

Exceptional children, 2010-04, Vol.76 (3), p.301-323

2010

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The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence

PloS one, 2016-02, Vol.11 (2), p.e0148981-e0148981

2016

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Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research

Psychology in the schools, 2005-11, Vol.42 (8), p.795-819

2005

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The Past, Present, and Future of Curriculum-Based Measurement Research

School psychology review, 2004-06, Vol.33 (2), p.188-192

Fuchs, Lynn S.

2004

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Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge

Developmental psychology, 2012-09, Vol.48 (5), p.1315-1326

2012

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Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks

Exceptional children, 2017-04, Vol.83 (3), p.255-268

2017

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Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example

Frontiers in psychology, 2018-06, Vol.9, p.800-800

2018

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Sources of Individual Differences in Reading Comprehension and Reading Fluency

Journal of educational psychology, 2003-12, Vol.95 (4), p.719-729

2003

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Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers

Reading research quarterly, 2013-04, Vol.48 (2), p.135-154

2013

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Responsiveness-to-Intervention: A Decade Later

Journal of learning disabilities, 2012-05, Vol.45 (3), p.195-203

2012

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Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency

Exceptional children, 2004-10, Vol.71 (1), p.7-21

2004

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On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue

Exceptional children, 2019-01, Vol.85 (2), p.126-128

2019

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Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice

The American psychologist, 2020-01, Vol.75 (1), p.37-51

2020

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Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes

Journal of educational psychology, 2022-02, Vol.114 (2), p.273-288

2022

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Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth‐Grade Algebra Competence

Child development, 2020-01, Vol.91 (1), p.e14-e28

2020

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Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach

Contemporary educational psychology, 2020-01, Vol.60, p.101825, Article 101825

2020

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Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods

Exceptional children, 2005-07, Vol.71 (4), p.445-463

2005

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Development and validation of the Diabetes Numeracy Test (DNT)

BMC health services research, 2008-05, Vol.8 (1), p.96-96, Article 96

2008

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Introduction to response to intervention: What, why, and how valid is it?

Reading research quarterly, 2006-01, Vol.41 (1), p.93-99

2006

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Smart RTI: A Next-Generation Approach to Multilevel Prevention

Exceptional children, 2012, Vol.78 (3), p.263-279

2012

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Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty

Journal of learning disabilities, 2023-07, Vol.56 (4), p.278-294

2023

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Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction

Journal of educational psychology, 2021-01, Vol.113 (1), p.86-103

2021

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Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches

Journal of educational psychology, 2022-10, Vol.114 (7), p.1633-1653

2022

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Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities

Reading & writing, 2008-06, Vol.21 (4), p.413-436

2008

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Rethinking Service Delivery for Students With Significant Learning Problems: Developing and Implementing Intensive Instruction

Remedial and special education, 2015-03, Vol.36 (2), p.105-111

2015

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The “Blurring” of Special Education in a New Continuum of General Education Placements and Services

The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence

Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research

The Past, Present, and Future of Curriculum-Based Measurement Research

Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge

Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks

Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example

Sources of Individual Differences in Reading Comprehension and Reading Fluency

Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers

Responsiveness-to-Intervention: A Decade Later

Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency

On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue

Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice

Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes

Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth‐Grade Algebra Competence

Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach

Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods

Development and validation of the Diabetes Numeracy Test (DNT)

Introduction to response to intervention: What, why, and how valid is it?

Smart RTI: A Next-Generation Approach to Multilevel Prevention

Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction

Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches

Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities

Rethinking Service Delivery for Students With Significant Learning Problems: Developing and Implementing Intensive Instruction

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